Youth Social and Emotional Learning in Quality-Enhanced, Out-of-School Time Programs

Authors

  • Annick Eudes Jean-Baptiste Prime Time Palm Beach County
  • Stephanie Giannella Prime Time Palm Beach County
  • Celine Provini Prime Time Palm Beach County

DOI:

https://doi.org/10.5195/jyd.2022.1265

Keywords:

Social and emotional learning, SEL, out-of-school time, after-school, quality

Abstract

Researchers examined social and emotional learning (SEL) ratings for two samples of 559 and 406 predominantly elementary-age youth of color, who were enrolled in out-of-school time (OST) programs serving communities mostly of high socioeconomic need in Palm Beach County, Florida. Covering the 2019-2020 and 2020-2021 school years in the context of the COVID-19 pandemic, the study predicted that programs’ participation in an SEL quality enhancement project would positively impact youth SEL. This quality enhancement was expected to emerge alongside the positive effects of foundational program quality achieved through participation in the Palm Beach County Quality Improvement System, which includes an array of supports provided by Prime Time Palm Beach County, a nonprofit OST intermediary organization. Amid the challenges of the pandemic, evidence emerged to support the positive impact of foundational quality on youth in OST, as well as the positive impact of an enhanced focus on SEL.

Author Biographies

Annick Eudes Jean-Baptiste, Prime Time Palm Beach County

Research Manager at Prime Time Palm Beach County in Boynton Beach, Florida.

Stephanie Giannella, Prime Time Palm Beach County

Research Associate at Prime Time Palm Beach County in Boynton Beach, Florida.

Celine Provini, Prime Time Palm Beach County

Director of Research at Prime Time Palm Beach County in Boynton Beach, Florida.

References

American Institutes for Research (2015). Supporting social and emotional development through quality afterschool programs. Beyond the bell: Research to practice in the afterschool and expanded learning field. https://www.air.org/sites/default/files/downloads/report/Social-and-Emotional-Development-Afterschool-Programs.pdf

Children’s Services Council of Palm Beach County (2017). Palm Beach County zip code report. http://pbcbirthto22.com/pdf/Palm_Beach_County_Zip_Code_Report.pdf

David P. Weikart Center for Youth Program Quality (2016). Assessing youth SEL skills. https://www.selpractices.org/resource/assessing-youth-sel-skills

Durlak, J. A., & Weissberg, R. P. (2013). Afterschool programs that follow evidence-based practices to promote social and emotional development are effective. Big views forward: A compendium on expanded learning. http://www.expandinglearning.org/docs/Durlak&Weissberg_Final.pdf

Held, L. (Host). (2021, February 23). Why building adults’ skills is a starting place for promoting SEL in children (No. 2) [Audio podcast episode]. In Developing adults’ capacity to promote social and emotional learning. Wallace Foundation. https://soundcloud.com/wallacefoundation/developing-adults-capacity-to-promote-social-and-emotional-learning

Hogan, C. (2005). Practical facilitation: A toolkit of techniques. Kogan Page.

Leschitz, J. T., Augustine, C. H., & Schwartz, H. L. (2022). Engaging teachers, staff, and parents in social and emotional learning in Palm Beach County: One of six case studies of schools and out-of-school-time program partners. RAND Corporation. https://www.wallacefoundation.org/knowledge-center/pages/engaging-teachers-staff-parents-social-and-emotional-learning-palm-beach-county-vol2-pt5.aspx

Lindeman, L. M., Smith, C., Peck, S. C., & Harvey, S. L. (2019). Evidence of positive impact on afterschool and summer programs in Palm Beach County: A 10-year validation study of Prime Time’s integrated Quality Improvement System. https://simplebooklet.com/10yearvalidationstudy#page=1

Low, S., Smolkowski, K., Cook, C., & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental Psychology, 55(2), 415–433.

McCown, D., Reibel, D., & Micozzi, M. S. (2010). Teaching mindfulness: A practical guide for clinicians and educators. Springer.

Meyers, D. C., Domitrovich, C. E., Dissi, R., Trejo, J., & Greenberg, M. T. (2019). Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and Program Planning, 73, 53–61.

Naftzger, N., Hallberg, K., & Yang, T. (2014). Exploring the relationships between afterschool program quality and youth outcomes: Summary of findings from the Palm Beach County Quality Improvement System. American Institutes for Research. https://www.primetimepbc.org/wp-content/uploads/2019/08/AIR-Youth-Outcomes-Study-Final-Report.pdf

Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific features of after-school program quality: Associations with children’s functioning in middle childhood. American Journal of Community Psychology, 45(3–4), 381–393.

Prime Time Palm Beach County (2019). What does SEL coaching look like? https://primetimepbc.org/2019/09/06/what-does-ost-sel-coaching-look-like/

Prime Time Palm Beach County (2020). SEL Academy cohort 2: Impact immediately after training and at four-month follow-up. [Unpublished manuscript].

Rimm-Kaufman, S. E., & Chiu, Y. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397–413.

Schwartz, H. L., Hamilton, L. S., Faxon-Mills, S., Gomez, C. J., Huguet, A., Jaycox, L. H., Leschitz, J. T., Tuma, A. P., Tosh, K., Whitaker, A. A., & Wrabel, S. L. (2020). Early lessons from schools and out-of-school time programs implementing social and emotional learning. RAND Corporation. https://www.wallacefoundation.org/knowledge-center/Documents/Early-Lessons-Schools-OST-Programs-SEL.pdf

Smith, C., & Hohmann, C. (2005). High/Scope Youth PQA technical report: Full findings from the Youth PQA validation study. High/Scope Educational Research Foundation. https://forumfyi.org/wp-content/uploads/2019/05/YPQA-Full-Findings-Val-Study-05.pdf

Smith, C., Akiva, T., Sugar, S., Lo, Y. J., Frank, K. A., Peck, S. C., & Cortina, K. S. (2012). Continuous quality improvement in afterschool settings: Impact findings from the Youth Program Quality Intervention study. Weikart Center for Youth Program Quality.

Wickham, H. (2007). Reshaping data with the reshape package. Journal of Statistical Software, 21(12), 1–20.

Downloads

Published

2022-12-15

Issue

Section

Research & Evaluation Studies